Program Description

Webster University’s master of arts (MA) in education and innovation provides educators
and other professionals with the knowledge, skills and “personal power tools” for
citizenship and leadership in this global century. The program enables candidates
to work in current and emerging learning environments which are increasing interconnected
(locally and globally), interdisciplinary, and technology-embedded. The program emphasizes
teacher performance and competence, not just at the local and national level but at
the world-class level. As part of Webster University’s mission, the MA in education
and innovation aims “to transform students for global citizenship and individual excellence.”
Candidates in the MA in education and innovation have the option of completing the
major on a Thesis track or a Non-Thesis track. The emphasis in Education for Global
Sustainability is optional in either track. , or with a program of study with a program
strand / specialization area such as those listed below. For Thesis-Track candidates,
the Masters Thesis topic is required to relate to the candidate’s program specialization
area coursework.

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Program Tracks

Candidates in the non-emphasis MA in education and innovation program select courses
for their programs of studies that include a specialization or program theme. (Note:
This “specialization” or track is not transcripted.) For example, students may complete
program strands in the areas such as Teacher Leadership (including professional learning
communities; instructional leadership); Adult Learning (professional development programming);
Assessment and Evaluation (including evidence-based decision making; school systems
analysis); Internationalism (including comparative education; global studies); Creativity
Studies (including constructivist learning systems; interdisciplinary learning systems);
Instructional Systems (social networking learning systems; new media/virtual learning
systems; ); Interdisciplinary Learning; and Educational Equity and Justice (including
educational change management; educational reform).

Learning Outcomes

The master of arts (MA) in education and innovation embraces Webster University’s
mission to “transform students for global citizenship and individual excellence” through
the School of Education goals and dispositions: Candidates completing the MA in education
and innovation will be able to:

Facilitate and inspire student learning and creativity: They will be able to use their knowledge of subject matter, teaching and learning,
and technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments.

Design and develop student-centered learning experiences and assessments: They will be able to design, develop, and evaluate authentic (“real-world”), student
centered learning experiences and evidence-based assessments incorporating contemporary
tools and re-sources to maximize content learning and to develop students’ knowledge,
skills, and attitudes.

Model 21st Century Work and Learning: Educators exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. 4. Promote and model global/digital-age
citizenship and responsibility: Educators under-stand local and global societal issues
and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices

Engage in Professional Growth and Leadership: Educators continuously improve their professional practice, model lifelong learning,
and exhibit leadership in their school and professional community.

Summary of Assessment Plan

The assessment plan for the MA in education and innovation will include four transition
points and key assessments in courses. The key assessment standards are based on the
National Educational Technology Standards for Teachers (NETS-T, 2008) and NCATE’s
Candidate knowledge, skills, and professional dispositions Standards #1a, #1b, #1c,
#1d, #1e,#1f, #1g and #3c. The transition points in the program are:

1. Admission into the program: (a) A minimum 2.5 GPA from accredited college or university;
and (b) satisfactory completion of an admissions essay describing the candidates’
professional goals.

3. Advancement to candidacy: Students are advanced to candidacy status after: (a)
successfully completing 12 credit hours of required or core courses in the program,
with grades of B– or better; and (b) approval of declaration of Non-Thesis (with proposed
speciali-zation or emphasis area), or Thesis Track (with proposed Thesis topic). A
student who receives one NC or two C’s before advancement is dismissed. Students may
not enroll for courses beyond 21 hours until both 3(a) and 3(b) above have been successfully
completed.

Up to 9 hours of approved transfer graduate courses from other universities or in-service
courses may be included in the program (6 credit hours maximum from other universities
and 6 credit hours maximum in-service courses).

Capstone or Thesis (3 hours)

Emphasis in Education for Global Sustainability

The emphasis in Education for Global Sustainability (EFGS) provides professionals
in education and other disciplines the knowledge, skills, and tools necessary to model
and lead with the principles and practices of sustainability. The emphasis includes
theory, research, and action planning for global environmental, economic, political,
human rights and social justice issues in the P-12 context.

Required Courses (9 hours)

EDUC 5001 Foundations of Global Citizenship (3 hours)

EPSY 5461 Curriculum and Creativity (3 hours)

EDTC 5631 Literacies and Technology (3 hours)

Emphasis Area Courses (15-21 hours)

Choices to be approved by program coordinator. EFGS 5000 Education for Global Sustainability
is required. Candidates must have one course each in economics, environmental issues
and social sustainability.

Capstone or Thesis (3-6 hours)

Emphasis in Positive Behavioral Interventions and Supports (PBIS)

The emphasis in PBIS is designed to provide educators with the knowledge and expertise
to design, implement and evaluate individual, small group, and systematic strategies
that improve social behavior and learning out comes for K-12 students. The conceptual
framework for PBIS is based in "Tiered Systems" approaches to improving academic and
social outcomes for all students. This program is targeted to educators who are interested
in pursuing careers as behavior specialists and/or school-wide PBIS team members or
consultants.